Poor readers are often characterized as passive learners who fail to select and apply strategies that will aid their comprehension. Activities designed to develop student use of strategies and self-monitoring may be especially helpful for students who are experiencing reading difficulty in school (Brown, Bransford, Ferrara, and Campione, 1983; Palincsar & Brown, 1984; Pearson & Gallagher, 1983).
One activity for enhancing reading comprehension is reciprocal questioning. Teaching students to reflect upon what they have read and to formulate questions about literal and implied meanings of the author can improve comprehension and encourage active monitoring. Previous investigations of reciprocal questioning in different instructional settings and with different populations suggest that this technique is appropriate for remedial readers.
Risko, V. J., & Feldman, N. (1986). Teaching Young Remedial Readers to Generate Questions As They Read. Reading Horizons: A Journal of Literacy and Language Arts, 27 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol27/iss1/8